东亚教育语境下师生互动类型对青少年共情能力的影响机制——基于中韩SSES 数据的实证对比

• 영문명: The Mechanisms of the Impact of Teacher-Student Interaction Types on Adolescents’ Empathy in East Asian Educational Contexts: An Empirical Comparison Based on SSES Data from China and South Korea
• 발행기관: YIXIN 출판사
• 저자명: Huang Qingqin Liu Zhixuan
• 간행물 정보: 『Journal of China Studies』Vol.3 No.4, 146~158쪽, 전체 13쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2025.04.30

국문 초록

Grounded in the framework of Social and Emotional Learning (SEL) theory and the perspective of East Asian high-context culture, this study examines the effects of supportive and authoritarian te acher-student interactions on the development of adolescents’ empathy. Using data from the OECD's 2019 Survey on Social and Emotional Skills (SSES) collected in Suzhou, China, and Daegu, South Korea, this study employs multiple linear regression analysis to compare the differences in the psychological effects of teacher behaviors across cultural contexts. The findings reveal that supportive teacher-student interactions significantly and positively predict students' empathy in both Chinese and Korean samples, while authoritarian interactions show a weak positive effect in China but no significant effect in Korea. Moreover, empathy levels decline markedly during adolescence among Chinese students but remain relatively stable among Korean students, and girls consistently outperform boys in empathy across both regions. These results confirm the universal positive role of supportive teacher-student relationships in fostering social and emotional competencies and highlight the moderating role of cultural mechanisms in the psychological interpretation of teacher behaviors. Based on these findings, the study proposes strategies for enhancing empathy development through improvements in teacher training, classroom design, school support systems, and education policy, offering empirical support and theoretical insights for the localized development of social and emotional interventions within East Asian educational contexts.

영문 초록

本研究基于社会情境学习理论，结合东亚高语境文化视角，探讨了支持型与权威型师生互动对青少年共情能力发展的影响路径。采用OECD 社会情感技能调查（SSES）2019 年中国苏州与韩国大邱的样本数据，本文通过多元回归分析，比较了不同文化背景下教师行为效应的差异性。研究结果表明：支持型师生互动在中韩两地均显著正向预测学生共情能力，权威型互动在中国样本中呈弱正效应，在韩国样本中无统计意义；中国学生在青春期阶段共情能力下降明显，韩国学生表现较为平稳；两地女生共情能力普遍高于男生。研究验证了积极师生关系对社会情感能力发展的普适促进作用，揭示了文化机制在教师行为心理解读路径中的调节效应。基于此，本文提出了从教师培训、课堂设计、学校支持系统与教育政策四个层面优化学生共情能力培养的建议，以期为东亚教育情境下社会情感能力干预体系的本土化发展提供实证支持与理论启示。

목차

Ⅰ. 引言

Ⅱ. 研究问题的提出

Ⅲ. 研究方法

Ⅳ. 研究结果

Ⅴ. 讨论与思考

Ⅵ. 结论与建议

키워드

Teacher-student interaction Empathy Social and Emotional Learning High-context culture East Asian education SSES 师生互动 共情能力 社会情感学习 高语境文化 东亚教育 SSES